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Fri, 15 September 2017 11:43:18Fri, 15 September 2017 11:43:185 tips to help your child (and yourself) become more resilient following Hurricane HarveyHaley Garth, MEd, LPC, RPT, NCChttp://www.parishschool.org/blog-media/2017/5-tips-to-help-your-child-and-yourself-become-more-resilient-following-hurricane-harvey/In an earlier post , we provided suggestions for helping your child through the immediate aftermath of Hurricane Harvey or other traumatic events; but the process of restoring Houston, our lives, and those of our friends and families, has just begun. Experts say we’ll see the impact of Harvey for months, and the recovery from an experience of this scope can take as long, if not longer. Faced with that reality, we’ve all asked, “How can we come back from this?” “What are we going to do?” and “How can I help my child through this?” When we have these questions, what we’re really talking about is resiliency, which is “the ability to overcome.” People, particularly children, are naturally resilient. We can all recover with the right support, empathy and empowerment. To help your children (and yourself), consider the following: Call a spade, a spade. Acknowledge for yourself and your children that Harvey has been a traumatic event. If you lived in Houston or Southeast Texas, experiencing trauma of one kind or another is nearly a given. No parent wants to think their child is traumatized; people generally don’t want to think of themselves as being traumatized. It is also true that no one person’s experience is the same, but to acknowledge that Harvey has been traumatizing is the first step to becoming active agents in your own resiliency. You can experience trauma directly by going through an event (i.e., the constant anxiety of living in the unknown, under the shadow of impending danger from the storm; needing to evacuate; leaving your pets; rescuing others, etc.). You can also experience it by relating to or being exposed to someone else’s trauma, which is called Secondary or Vicarious Trauma. This type occurs by watching about the storm on the news; listening to the stories of those more directly impacted; volunteering at shelters; helping to muck out a friend’s home, etc. Both trauma experiences have similar symptoms, can be very significant, and have a lasting impact. Recognize the symptoms of trauma. Your child may exhibit some, all, or none of the following, which is normal. Many of these symptoms may present as misbehavior, which is easy to overlook or misconstrue. (Recall our previous post where we discussed children’s behavior as a form of communication.) • Clinginess, comfort-seeking, heightened dependence on parents • Difficulty making decisions • Intense, unpredictable, and/or cycling emotions including irritability, anxiety, depression, rage, edginess, agitation, etc. • Pervasive fearfulness • Flashbacks or repeated, vivid memories of the event • Numbness, disconnection, or listlessness; prolonged “checking out” • Verbally or physically aggressive • Easily startled • Difficulty concentrating • Increase in anger and a decrease in frustration tolerance • Changes in eating patterns; won’t sleep in own bed • Developmental regression (i.e., wetting the bed, infantile tone, etc.) • Avoids talking about what happened • Talks, thinks, plays about the event obsessively • Appears aloof or argumentative • “Just seems different” • Physical symptoms such as increased heart rate, sweatiness, difficulty catching breath, headaches, nausea, chest pain, constipation • Impacted relationships due to irritability, withdrawal, avoidance, etc. The course of trauma is highly individualized, and children process differently than adults. When children experience an event like Hurricane Harvey, it is normal for their moods to cycle more extremely between highs and lows. It is also normal for children to handle the subject in a lighthearted, humorous, or playful way. This isn’t evidence of a lack of empathy; rather, it’s indicative of how deeply they feel about the subject and the need to find a way to process it without becoming overwhelmed. Still other children seem avoidant, or seek to bury themselves in activities, friendships, videogames, and school work. It is a self-protection tactic. You can also expect for some symptoms and behaviors to show up later. For many children, there may be no immediate response to the event . Symptoms may appear for weeks or months. These children often seem like the events didn’t impact them at all, which is why it is surprising when symptoms arise well after a child appears to have “forgotten about it” or “moved on.” Parents and teachers alike would do well to keep track of children’s moods and behaviors approximately eight to 12 months from the event , and communicate often to ensure children are coping well. Allow your children to process through play. Play is how children learn, process and develop mastery. Even in the best of circumstances, children lack the cognitive development to work through many experiences with words alone. Instead, children naturally use play to soothe, understand, learn, and, eventually, to triumph. When any event occurs that is too big for them to handle, children will especially need to play out their experiences and feelings to develop understanding, safety, security, and resolution. After events such as these, you can expect your child to repeatedly play the same thing over and over, usually (but not always) with content related to the event. After 9/11, children were reported to repeatedly play planes crashing into buildings. Thus far, children in the area have been described as repeatedly playing out drowning and rescuing scenarios, as well as lining things up to be “saved” and put up “out of the water/flood.” Remain accepting and open, even if the play isn’t “realistic” or factual. It may be painful for you to watch or hear your child’s innermost thoughts and feelings about the events by witnessing their play, but know that it is healing for them. Avoid stopping your child from playing out their experience, as it deprives them of an opportunity to process and cope, thereby becoming resilient. However , if your child becomes obsessive, distressed, agitated, unsafe or detached while playing out the event, you should intervene. Put limits on how long a child plays or distract your child with other toys and ideas, but don’t stop there. These types of behaviors following a traumatic event are indications your child needs more support and it is recommended that you consult a therapist. Beware Survivor’s Guilt. When you ask why you “got lucky,” when others lost everything; whether you could have done anything to stop the tragedy or help the hurting; and whether you’ve done “enough,” you are experiencing Survivor’s Guilt. While it may seem extreme, surviving is its own special brand of trauma. Survivor’s Guilt can lead to depression, anxiety, irritability or numbness. Survivor Guilt is about shame and often comes from feeling helpless and powerless, which eat away at resiliency. While your children may not have clearly articulated thoughts about surviving while others struggle, they too are vulnerable to feelings of guilt and/or shame in the face of a natural disaster. Children might simply say, “I feel bad…” but are unable to expand when you ask why. In fact, children are prone to taking guilt one step further by shouldering blame for the event (i.e., “I caused the hurricane;” “It’s my fault;” “I didn’t stop it;” etc). Tell your children very specifically that the Hurricane was no one’s fault. It is just something that happened and they are not responsible. Develop your children’s resilience by giving yourself and your children permission to be glad—it does not negate the compassion you have for others. It’s okay to be happy you have not lost your home, toys or car; it’s okay to feel relief; it’s even okay to find humor during the chaos. Stop yourself from downplaying or denigrating your own experiences of Harvey. This might sound like self-talk that says, “stop being so emotional,” or “stop overreacting” because “you don’t really have anything to complain about,” or “I’ve been so lucky.” Stay away from using statements with your children about how they “should” feel (i.e., “You should be grateful. Some kids lost all their toys;” or “everything’s fine, you need to let it go.”) Be kind and tolerant to yourself and children; even if you’ve “only been impacted minimally.” Your experiences are valid and powerful. As we forge ahead, practice compassion. Each time we demonstrate kindness for ourselves, our children and our community, we help one another work through trauma and triumph. In the end, compassion for ourselves and others is what will turn Hurricane Harvey into an exercise in resiliency. Article written with input from Rise Van Fleet, Ph.D, LP, RPT-S. Mochi, C. and VanFleet, R. (2009, December). Roles play therapists play: Post Disaster Engagement and Empowerment of Survivors. Play Therapy Magazine, 26-28. VanFleet, R. and Sniscak, C.C. (2003b). Filial therapy for children exposed to traumatic events. Casebook of Filial Therapy, 113-138.http://www.parishschool.org/blog-media/2017/5-tips-to-help-your-child-and-yourself-become-more-resilient-following-hurricane-harvey/
http://www.parishschool.org/blog-media/2017/5-tips-to-help-your-child-and-yourself-become-more-resilient-following-hurricane-harvey/Fri, 15 September 2017 11:43:18 Supporting children who have special needs during a natural disasterHaley Garth, MEd, LPC, RPT, NCChttp://www.parishschool.org/blog-media/2017/supporting-children-who-have-special-needs-during-a-natural-disaster/Navigating Hurricane Harvey and its aftermath can be challenging for adults, let alone our youngest citizens. Children who have communication disorders can have an even harder time processing their experience and expressing their feelings. Below are tactics you may find helpful for supporting your child through a natural disaster or other high-stress situations. All behavior is a form of communication. In times of stress, accessing language becomes much more difficult because the brain is busy being in “survival mode.” This means that emotions and reactions come first, complex thinking and organization of thought come much later. Attune to your child so you may recognize the nonverbal cues and behavior signs that may need attending. It would not be unusual to see a wide variety of behaviors – ranging from an increase in activity and acting out to withdrawal or clinginess. Regardless of what behavior presents itself, respond with love, patience and empathy. Your child is talking to you even if they don’t do so with words. Establish a “new normal” as best you can and make short-term plans. Maintaining routines will help with a sense of security (i.e., if your child naps at 3 p.m. every day, try to keep that consistent). Likewise, keep your rules/expectations as consistent as you can. Consistency and predictability are some of the most powerful tools in your arsenal for decreasing your child’s anxiety and establishing normalcy. Similarly, you may not know when you can move back home or when the water will go down. But you can make a plan for tomorrow. Even if your plan is as simple as outlining the daily routine, a trip to the grocery store, or making a meal, concrete plans provide safety. You can take it a step further by using simple, hand-drawn visuals. When you talk to your child about a natural disaster (in our case flooding and/or hurricane), use simple language to minimally describe the facts (i.e., “I want to let you know that all this rain means we have water in our house. The water got high, but stopped before it got to the second story. This means we will need to work on getting new furniture and a new kitchen. But this also means that your room and your toys are safe and dry.”). Avoid using catastrophic language with or around your children (i.e., “This is the worst flood we’ve ever had;” “it’s never been this bad before.”). If you’re not sure how to answer your child’s questions, or if you can’t give an answer that is developmentally appropriate for your child to handle, ask your children what they think about something rather than just answering their question (i.e., “What do you think?” “What's your idea?”). You may also find that taking a pause and a deep breath helps you to collect your thoughts and buy some time. A response such as, “Wow, that’s a really good question. I’m not sure if I have the answer for that right now. I’d like to think about it and talk to you about it very soon, though,” would be a very appropriate response. Just make sure to think about it and find a good time and space to follow up with your child about their question. Limit children’s exposure to the news and adult conversations. Even just absorbing information from the periphery can contribute to anxiety and stress. Your children are listening and interpreting, even when they appear to be otherwise occupied. Children who have communication or language disorders have fewer tools for understanding or articulating language, leaving them with a lot of emotion, but little expression. So, it is doubly important your child get the information they need directly from you, rather than other source and their imagination. Also, as difficult as it is, be mindful of your own emotions —your children are attuned to you, even if they don’t fully understand, and they take their emotional cues from you. Be aware that by simply being exposed to natural disaster, we have all experienced heightened anxiety. When you add constant news and exposure to social media, we become more vulnerable to secondary trauma. Be sure to take care of yourself. Actively practice self-care and make it a priority. Also, ask for help when you need it. Reflect to your children the feelings and thoughts they appear to be having and normalize them. Watch your child’s facial expressions, tone, body language, words and behaviors, then simply say what you guess their experiences are (i.e., “You are worried that…” “You think...” “You feel...” “Your face looks...”). It’s okay to be wrong; they can correct you. Do reflect on their feelings (i.e., “You are feeling really worried;” “You wish this wasn't happening;” “This feels scary.”) without trying to change, minimize or deny them (i.e., “Don’t worry;” “It’s okay;” “This isn’t that big of a deal;” “Don’t be upset.”). After reflecting their feelings, assure them they are not the only ones feeling that way (i.e., I know you feel worried about our house; it’s okay to feel worried.”) Emphasize safety and security. Consistently comment that, “We are safe…” “We have food…” “We have water…” and “We are all together,” (assuming, of course, that these things are true). Conversely, don’t make promises you can’t keep or grand statements you can’t substantiate. For example, avoid, “everything is fine,” or “everything will be the same,” because that may not be true. As Mr. Roger’s would say, point out the helpers and the heroes for your child. Talk about the police officers, firefighters, EMTs, Red Cross, Cajun Navy, and the many others who are doing good and helping others. The destruction from the storm is devastating, but we are also seeing our neighbors and communities rise to their best selves in helping one another. Empower your children by giving them manageable, age-appropriate tasks they can control (i.e., bake, clean, check on neighbors, volunteer, draw pictures for those who are struggling, etc.). Natural disasters, especially those as monumental as Hurricane Harvey, are challenging, as well as devastating. However, it is also an opportunity to come together as a family and a community for stronger bonds and relationships. With hard work and a lot of love, families can emerge from this experience closer than ever.http://www.parishschool.org/blog-media/2017/supporting-children-who-have-special-needs-during-a-natural-disaster/
http://www.parishschool.org/blog-media/2017/supporting-children-who-have-special-needs-during-a-natural-disaster/Wed, 30 August 2017 20:06:46 Oh, the many ways to play!Stephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2017/oh-the-many-ways-to-play/The word “play” conjures images of a large variety of activities. Watching a 3-month-old play will look vastly different than a 2-year-old, which will look vastly different from a 7-year-old playing. Each stage of playing, learning and discovering has a purpose in a child’s development. All children start with the very basic levels of play and work through to more complex and interactive play levels. Some children advance through the stages of play naturally as their language, fine motor and perspective-taking skills develop, while other children may need more direct assistance from adults to support their play skill development. It is common for older children to engage in lower levels of play from time to time, even after mastering a higher level of play. For example, a child may have the ability to play restaurant with a group of four other peers (cooperative, socio-dramatic play), yet still occasionally prefer to build Legos alone (solitary, constructive play). It is not important to memorize all the different types of play, however, it is important to be aware of the different ways to “play” and to have a basic understanding of where your child is in their development. Types of Play Motor/Physical Play Frequently referred to as “rough and tumble play.” This type of play includes tickling, running, jumping, swinging, sliding or crashing into the bed. Object Play Sensorimotor play - Exploring objects through touch and movement. Examples include: shaking rattles mouthing and chewing toys playing with musical instruments playing with objects such as play-dough or water beads Constructive play - Using objects to make or build something. Examples include: stacking/building with blocks putting together train tracks building with recycled materials building sand castles Dramatic Play - Pretending with objects in play. Using real or realistic looking objects Examples include: using a toy phone to call friends sweeping with a toy broom using plastic food or a toy bottle to feed a baby doll Using representational objects Using objects for other purposes. With this skill, children understand that objects can be substituted for each other. Examples include: using a napkin as a diaper on a doll using a towel as a cape using a banana as a phone using an old shoe box as a cash register Role-Play - Using objects, materials, actions and language to imitate others during play. Language used in this stage can range from simply stating, “I’m Mommy. Feed baby!” to “Welcome to Paul’s Pizza Place. What’s your order?” Examples include: pretending to be a zookeeper by using objects to feed stuffed animals pretending to be a cook by making dinner pretending to be the parent by feeding, bathing and/or changing a baby doll Socio-dramatic Play Pretend play with objects involving peers and/or adults. This type of play combines cooperative play with dramatic role-play. Examples include: playing house playing grocery store acting out a story with props playing doctor playing ice cream shop Socialization Within Play Play with Adults: Interactive, adult-led play, ranging from peek-a-boo to more involved finger play. This begins early on with infants and continues to evolve. Examples include: tickle play peek-a-boo blowing raspberries on their bellies patty-cake itsy-bitsy spider and other finger play games Solitary Play: When a child prefers to play alone. They may watch their peers play, but prefer to play away from the group on their own. Examples include: playing at a playground and watching other kids, but not engaging playing on the edge of the sandbox alone building blocks without sharing with peers Parallel Play: Plays close to other children, possibly even side-by-side, but without much interaction, exchange of materials or conversation. They may engage in unrelated play. This stage involves no and very little verbal and non-verbal communication between children. Examples include: Two children using the same blocks, but building their own towers with little to no interaction Two children playing in a kitchen next to each other with one stirring a pot and the other feeding a baby Associative Play: Plays in a group with the same materials. They may imitate other’s actions, but verbal exchanges are limited and they do not work together to create. Children in this stage are interested in the engagement with a peer and less on a defined goal. This stage involves both verbal and non-verbal communication between peers, but not shared imagination (agreed upon theme, goal or plan). Examples include: Children running around in a group - they may randomly chase one child, then change direction or chase a different child with no specific plan, leader or end-goal Two children building the same tower without a plan of what the tower is or when to stop building – just enjoying building and knocking it down Two children cooking in the kitchen, chatting about what they are each making, without any specific role for either child Cooperative Play: Plays with another child with the same materials and defined roles. This stage starts as simply as rolling a ball back and forth and progresses to more elaborate play schemes. This stage requires children to imagine what other’s might be thinking, feeling and pretending, and agree on and engage in the same overall play scheme, rules and plan. Examples include: two children playing house with one being the “Mommy” and the other being the “baby” group of children playing tag with one person being “it” a small group of children playing super heroes with some children being the “good guys” and others the “bad guys,” with an agreed upon base two children using blocks to make a rocket ship, using language to discuss the designhttp://www.parishschool.org/blog-media/2017/oh-the-many-ways-to-play/
http://www.parishschool.org/blog-media/2017/oh-the-many-ways-to-play/Wed, 23 August 2017 08:27:46 5 Tips for a Smooth Back-to-School for Children who have Language/Learning DifferencesStephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2017/5-tips-for-a-smooth-back-to-school-for-children-who-have-languagelearning-differences/The words “back to school” elicit so many different emotions in both parents and children. Often, excitement, anticipation and joy are also mixed with worry, uncertainty and trepidation. On top of that, many children with language, learning or sensory differences often struggle with the smallest changes to routine. This may lead to the year starting on a frantic note instead of the happy occasion that it is. Whether your child is starting a new school or returning for another year, each academic year brings changes and a new set of challenges. We’ve gathered a list of actions that parents can take to help ease worry and make the back-to-school transition a more positive experience for all. Meet the teacher ahead of time. If your school offers a “Meet the Teacher” event, take advantage of this opportunity. This not only gives both the child and parent time to get to know the teacher(s) in a low-key setting, but also can establish a “lay of the land” prior to the big first day. Children may explore their classroom, get comfortable with where their belongings go, meet other children in their class, and get jitters out of the way. If your school does not offer this, feel free to call the front office to see if you can arrange a meeting or tour the school ahead of time. Take pictures. Bring a camera during trips to the school. Take pictures of the campus, teachers, classroom, cubby or special backpack hook, different classrooms they may visit, and even the carpool or bus line. Don’t forget to take pictures of any therapists or teachers that may be new, like the P.E., music or art instructors. If you cannot meet staff ahead of time, the school may be able to provide you with a picture from their files or website. Read books or write your own stories about starting school. The more familiar an activity is, the less anxious children feel. One simple way to make a new activity feel familiar is by frequently reading stories about it ahead of time. There are books about starting school for every level—from preschool to middle school and high school. If you can’t find a book that works for you, you can write your own simple “social story.” If you took pictures during meet the teacher, print them out and have your child help you make their own book. Here are a few examples of back-to-school social stories: I am going to a new school Back to school Going to school All about going to school Get on the school schedule. Getting up in the morning the first day is ten times harder if it’s the first day you awoke at that time. About a week ahead, readjust your child’s sleep/wake schedule slowly back to the time you use for the school year. For example, if school starts at 8:00 a.m., but you’ve been sleeping in until 8:30 a.m. all summer, you’ll need to adjust earlier bedtimes and wake-up times. You may also begin to cut back on any all-day snacking and set an eating schedule that reflects the school day. These seemingly slight changes make a significant impact the first week of school. Be a model for your child. Children take cues from the adults. Back-to-school can lead to extra work and stress on parents, too. If you’re acting overwhelmed, anxious and unhappy, chances are your children will see that and emulate your behaviors. However, if your child sees that you are calm, excited and happy to take on new challenges, they will begin to show those emotions as well. Staying relaxed during big transitions is easier said than done, but it is a highly impactful way to help your child. Hopefully, some of the tips above will help reduce your own anxiety as well, which is a double bonus!http://www.parishschool.org/blog-media/2017/5-tips-for-a-smooth-back-to-school-for-children-who-have-languagelearning-differences/
http://www.parishschool.org/blog-media/2017/5-tips-for-a-smooth-back-to-school-for-children-who-have-languagelearning-differences/Wed, 09 August 2017 09:12:27 In memory of Paul Thomas Bruecknerhttp://www.parishschool.org/blog-media/2017/in-memory-of-paul-thomas-brueckner/Paul Thomas Brueckner (August 12, 2004 to July 2017) attended The Parish School from 2009 – 2012. Karl, Jennifer, Paul and little sister Ali quickly became involved in activities at the school, contributing their time, talent and treasure to make everyone’s experience even more bright, even staying involved with campus life after Paul commenced. Paul was beloved by the teachers, staff and students on campus, and he and his family will always hold a special place in our hearts. For information on funeral arrangements, please visit Paul's full memorial page. Make a donation Jill Wood, Director of Adventure Play and Parish Librarian, remembers Paul: "Paul was one of the children we called the heart of the Adventure Play community. He understood so beautifully that he was part of something bigger. One spring, he took it on himself to destroy every thistle in the tall grass because it was pokey and made exploration less fun for the group. This was on about an acre of grass, and thistles were plentiful. He dug for weeks, enlisting and leading other children so there were 6 kids at a time, jumping on shovels to get them into the hard packed soil, working with conviction to make the tall grass “less spikey.” He loved to climb up high, settle in, and observe; he looked as comfortable 10 feet off the ground as most people do in their living rooms. And he had a powerful engineering mind. He could tinker his way to whatever his friends or his curiosity needed: a slingshot, a magic staff, an obstacle course, a sorting system for rocks. Paul is all over our playground through the projects he worked on, but also the culture of generosity he helped create. I imagine he is perched somewhere, very high, inventing something that removes thistles elegantly, or just listening to the wind." Jamie Heinrich, retired Parish Teacher, remembers Paul: For two years in my classroom I was privileged to enjoy the bright mind and loving spirit of sweet Paul. He loved hands-on learning in science and had an interest in geography. It was a pleasure watching Paul’s confidence build as he participated in our classroom family. Outdoor play was where he would shine and take on leadership roles. You could always tell when he had a new idea by the glint in his eye and that endearing half smile. Paul loved being with his friends. It was truly a gift to watch him grow and learn new things with the support of his loving family. He loved his family and was blessed to be surrounded by people who adored him. Adrien Moshenberg, former Parish teacher, remembers Paul: "I had the pleasure of working with Paul in reading. Paul was determined to read each book placed before him and worked earnestly to sound out every word on the page. His hard work was punctuated with smiles of self-satisfaction after finishing a particularly challenging passage. My favorite moments with Paul were when his quiet concentration gave way to peals of laughter as the characters in his favorite stories found themselves in funny predicaments. He had a fantastic laugh and a great sense of humor. Paul knew how to work hard, how to celebrate his accomplishments, and how to take joy in the small moments." Elsie Torres-Verdejo, Parish Early Childhood Educator, remembers Paul: "Paul was in the Busy Bee class his very first year at The Parish School. I remember that he was a bit quiet at first but he was inquisitive and enjoyed learning new things. He worked hard and you could tell when he was focused on something because his expression was usually a serious one. However, when he did smile, his smile was genuine and true. He was a sweet and kind little boy. He was everything that a teacher could want as a student. He was everything that another child could want as a friend." Hilary Yip, former Parish Music Educator/Therapist, remembers Paul: "Paul was proud that he knew how to play the piano. He was eager to share Beethoven's 5th Symphony theme with his classmates. And when he did, his love for music inspired other students to learn piano. He will be missed." In lieu of flowers, the family requests donations be made in memory of Paul to The Parish School. Make a donationhttp://www.parishschool.org/blog-media/2017/in-memory-of-paul-thomas-brueckner/
http://www.parishschool.org/blog-media/2017/in-memory-of-paul-thomas-brueckner/Thu, 20 July 2017 14:02:45 Exemplary staff named as employees of the yearAmanda Arnoldhttp://www.parishschool.org/blog-media/2017/exemplary-staff-named-as-employees-of-the-year/The Parish School is unique and innovative thanks to our amazing team of teachers, paraeducators, therapists and administrators. Each bring their own leadership style and skills to The Parish School and The Carruth Center to transform the lives of children who have communication delays and learning differences. Each year, staff votes for the employees of the year who go above and beyond, demonstrating the school’s core values of creativity, nurture, passion, ethics and people. We are excited to announce the following well-deserving staff members who were selected as The Parish School and The Carruth Center’s 2016-17 employees of the year: Therapist of the Year: Jennifer Woody Teacher of the Year: Courtney Dahl Paraeducator of the Year: Casey Martinhttp://www.parishschool.org/blog-media/2017/exemplary-staff-named-as-employees-of-the-year/
http://www.parishschool.org/blog-media/2017/exemplary-staff-named-as-employees-of-the-year/Wed, 24 May 2017 16:21:38 Art installation captures essence of Parish communityAmanda Arnoldhttp://www.parishschool.org/blog-media/2017/art-installation-captures-essence-of-parish-community/A new collaborative art piece has added a stunning pop of color to the walls of The Parish School’s administrative building. Made entirely of donated and recycled materials, elementary students and staff each created a ring that when placed together, represents the individuals that make up the school as a whole. “Our goal was to take something ordinary and grow it into a beautiful piece of art to represent the Parish community,” said Chantel McAhren, Art Educator/Therapist. This creative and relaxing project lent students the opportunity to build on skills like planning, problem solving, fine motor development and hand-eye coordination. It has taken about a month to complete, but Chantel, as well as Parish students and staff, couldn’t be happier with the result. The piece, made of cardboard paper towel rolls that have been wrapped with ribbons, fabrics, pipe cleaners and lace, has been wired together into the shape of a tree. The assorted colors and textures create a vibrant visualization of what our community can create when working together. About The Parish School: Since 1983, The Parish School has educated children ages 2-12 who have communication delays and learning differences, empowering them with the tools to succeed. This nationally recognized, special needs school in Houston provides an education for the entire family within the environment of a nurturing and safe 17-acre campus with on-site pediatric therapy clinic, The Carruth Center. Our personalized academic approach – with a focus on communication skills, social learning, nature, independence and the arts – allows children to thrive and grow. Collaborative art project displayed in the administrative buildinghttp://www.parishschool.org/blog-media/2017/art-installation-captures-essence-of-parish-community/
http://www.parishschool.org/blog-media/2017/art-installation-captures-essence-of-parish-community/Wed, 10 May 2017 10:42:13 Guidelines for Choosing a Speech-Language Pathologisthttp://www.parishschool.org/blog-media/2017/guidelines-for-choosing-a-speech-language-pathologist/By Toby Stephan This article originally appeared on hanen.org When your child has been diagnosed with a language delay, perhaps the first question that comes to mind is, “Now what?” As a parent, you want to make sure you know what steps to take next. You want to move in a direction that will help your child learn to communicate more effectively and you want to move in this direction with confidence. You shouldn’t feel alone when looking for answers. Choosing the right therapist can help you begin to answer the “Now what?” question in a way that makes the most sense for your family and your child. So, a more specific question that could be answered is “What should I look for in a speech-language pathologist or therapist?” To help you answer this more specific question, The Hanen Centre polled a number of Hanen trained speech-language pathologists around the globe to find out what they suggest a parent should look for when choosing the right therapist. Below is a compilation of what these therapists had to say. The third most popular answer: The therapist needs to be child-friendly. This sounds simple enough, but we can’t take it for granted. If your child isn’t comfortable, he/she will not be able to learn. Thus, watch the therapist interacting with your child. Is she on the floor with him? Is she trying to find out what interests him? Does your child seem to be having fun? Does your child seem willing to interact with this therapist? If you can answer yes to these questions, then chances are your child will be ready to learn. The second most popular answer: The therapist needs to be experienced and knowledgeable. A good therapist should know what kind of treatment is best for your child. In addition, this treatment should be based on research. The bottom line is that this therapist should appear to know what he/she is talking about. Finally, you should feel comfortable with the amount of experience this therapist has with children similar to yours. In keeping with the questions theme, some questions you can ask to help you decide whether or not this therapist is experienced and knowledgeable in early language intervention are: How much of your caseload is made up of children like mine? Can I talk to some other parents who you have worked with? What treatment do you recommend and why? What’s the evidence that supports these recommendations? Where can I learn more about this kind of treatment? The most popular answer: The therapist considers the parent to be an intervention partner. A good therapist realizes that, because the time he/she spends with the child is limited and because parents are so important in a child’s life, parents need to be involved in the intervention and play a major role. To truly make a difference, the parent needs to be confident in what he/she is doing to help the child so that intervention goes beyond the specific treatment session and continues throughout the child’s day. In addition, a good therapist is respectful of the parent and includes the parent in the decision-making process. A parent who feels as if he/she is always being told what to do is not truly a partner. At The Hanen Centre, we frequently suggest that parents use the strategy of Observe, Wait, and Listen when interacting with their child (OWLing). A good therapist will adapt this strategy for use during her interactions with the parent. This therapist … Observes : takes the time to discover what is important to the parent Waits : gives the parent time to talk about what is important to her/him Listens : responds to what the parent says to show he/she has been heardhttp://www.parishschool.org/blog-media/2017/guidelines-for-choosing-a-speech-language-pathologist/
http://www.parishschool.org/blog-media/2017/guidelines-for-choosing-a-speech-language-pathologist/Wed, 03 May 2017 15:08:12 Ceremonial groundbreaking for outdoor classroom to be held May 22Amanda Arnoldhttp://www.parishschool.org/blog-media/2017/ceremonial-groundbreaking-for-outdoor-classroom-to-be-held-may-22/Over the past year, the Margaret Noecker Nature Center council has worked hard to raise funds to bring The Parish School its first certified outdoor classroom. Named “Little Acorn Park,” funding has been secured for this project through individual and foundation gifts, and is ready for construction to begin this summer. A ceremonial groundbreaking will be held Monday, May 22 at 9:30 a.m. at The Parish School. All are welcome to attend! RSVP to Attend As much construction as possible will take place during summer months to be ready for learning and play next school year. Little Acorn Park will be built between the school’s Bur Oak and Chestnut Oak classroom buildings, taking the place of the current toddler playground, which is underutilized and poorly equipped to provide outdoor nature experiences. We’re now looking for donations of goods, such as dirt, mulch, plants, trees, concrete, lumber, arbors, storage buildings, gravel, stone, grass, irrigation and sand. If you have any contacts for landscaping companies, nurseries or lumber yards, please contact Terri Garth, Nature Center Chair, at tgarth@parishschool.org . The Parish School’s nature studies program and the Margaret Noecker Nature Center bring exceptional experiences every day to Parish children, helping them learn, grow and thrive. Little Acorn Park is the first phase of development for the Nature Center. For more information on design plans for the future, visit www.parishschool.org/naturecenter .http://www.parishschool.org/blog-media/2017/ceremonial-groundbreaking-for-outdoor-classroom-to-be-held-may-22/
http://www.parishschool.org/blog-media/2017/ceremonial-groundbreaking-for-outdoor-classroom-to-be-held-may-22/Tue, 02 May 2017 21:38:53 Household chores to enhance developmentTina Strautman, OTRhttp://www.parishschool.org/blog-media/2017/household-chores-to-enhance-development/Occupational Therapy Turns 100! This April, not only are we celebrating Occupational Therapy Month, but we also mark the centennial celebration of the occupational therapy profession. Occupational therapists and occupational therapy assistants help people to participate in the things they want and need to do through the therapeutic use of everyday activities (occupations). Common occupational therapy interventions include helping children with disabilities to participate fully in school and social situations and helping people recovering from injury to regain skills. Occupational therapists at The Carruth Center , The Parish School's onsite pediatric development clinic, focus on helping children to become successful in their daily "occupations." These include gross and fine motor skills needed for self-care, play and academics, as well as the foundational skills to support them, such as sensory processing, attention and self-regulation. Chores to enhance children's development This month, as you begin tackling "spring cleaning" around the house, we encourage you to involve your child in these daily jobs to enhance their development. Household and yard chores promote specific developmental skills that facilitate a child's independence and self-esteem. They also provide many opportunities for motor planning and the sensory experiences necessary to build higher-level skills needed to be successful in daily life. Fine motor coordination, hand strength and tactile processing can be increased through chores such as: watering plants with a spray bottle, hanging laundry items with clothespins, feeding pets and pulling weeds. Cooking activities provide rich tactile, visual and aromatic experiences needed to promote positive eating habits, but they also build finger dexterity, coordination, grip and pinch strength. Rinsing and tearing lettuce to prepare a salad, pinching small candies to put on cookies, peeling an orange or banana, using tongs to pick up food items, scooping, opening and closing packages or containers, kneading dough and mixing ingredients are fun types of "work" for little hands. Activities that promote bilateral coordination, strength, proprioception and midline crossing include loading/unloading the washer or dryer, folding or carrying laundry, taking out the trash, sweeping the floor, raking, shoveling, washing windows, wiping tables and washing the car. Every child is unique, so you should take into account your child's abilities and strengths when assigning chores. Playing music while completing these tasks or offering small incentives may also make them more motivating and fun. Providing children with visual charts or lists, modeling and giving assistance when tasks are introduced will increase your child's confidence, motivation and success. Most children find it fun and feel good about themselves when able to help and spend time together with the family. Appropriate skills for specific developmental ages (adapted from choresandchecklists.com and TheHappyHousewife.com ): Toddler (2-3 years): put away toys, dust, place dirty clothes in hamper, put clothes away, wipe cabinets, wipe baseboards Preschooler (4-5 years): any in previous list, take out recycling, help vacuum, set and clear table, clean windows, match socks, fold dish towels, weed, feed pets, water indoor plants Early Elementary (6-8 years): any in previous lists, meal prep (wash produce, find ingredients), wipe bathroom sinks, counters and toilets, sweep, collect garbage, get mail, fold/hang laundry, rake Elementary (9-11 years): any in previous lists, make simple meals, take garbage/recycling to the curb, put clothes in washer and take out of dryer, mop floors, help wash car or water outside plants with hose Middle School (12-14 years): any in previous lists, clean tub/shower, make meals/meal plan, wash car, supervise younger sibling's chores Questions? For questions or information about occupational therapy, contact The Carruth Center at 713-935-9088 or info@carruthcenter.org .http://www.parishschool.org/blog-media/2017/household-chores-to-enhance-development/
http://www.parishschool.org/blog-media/2017/household-chores-to-enhance-development/Tue, 18 April 2017 16:22:12 What is a Language Disorder?Stephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2017/what-is-a-language-disorder/The American Speech-Language-Hearing Association (ASHA) defines a language disorder as an impairment in comprehension and/or use of a spoken, written, and/or other symbol system. The disorder may involve the form of language (grammar), the content of language (meaning) and/or the function of language in communication (pragmatics), in any combination. But what does that really mean? There are three main areas of language: expressive language, receptive language and pragmatic language. Expressive language refers to what a child says. Receptive language refers to the language a child understands. Pragmatic language refers to the social use of language , or how a child uses language to relate to others and “function” in our world. A child may exhibit an impairment in one, two or all three areas of language in any combination. What does a Language Disorder look like? A child with an expressive language disorder may demonstrate: Limited expressive vocabulary Shorter utterance/sentence length Decreased variety of words used Nouns, verbs, adverbs, pronouns Grammatical errors Difficulty with plurals, pronouns (using he for she, they, him or her ), past tense verbs, deleting articles ( the or a ) Difficulty with sentence structure Produces sentences with words that are out of order Difficulty structuring and retelling stories (in both written and oral form) A child with a receptive language disorder may demonstrate difficulty with: Understanding basic age-appropriate concepts Big/little, dirty/clean, more/less, same/different, longer/longest Following verbal commands One-step for children ages 1-3 (sit down, get the ___, give me ____) Multiple- step for children ages 4-8 (get your journal and write your name at the top) Identifying categories Answering yes/no questions Asking and answering wh -questions What, who, when, where, why Answering questions about a story A child with a pragmatic language disorder may demonstrate difficulty with: Greetings Using appropriate eye contact Using language for a variety of functions Commenting, making requests, asking questions, demanding, informing Understanding non-verbal cues given by others Facial expressions Body language Turn-taking in play and in conversation Maintaining a topic in conversation Engaging in interactive play with peers Initiating interactions and communication with adults and peers A child with a pragmatic language disorder may frequently: Use repetitive phrases Use memorized phrases or utterances inappropriately Demonstrate echolalia (inappropriately repeating another person’s words/sounds or simply parroting a persons words with no communicative meaning) Display limited interests or hyper focus on a preferred topic Display limited play skills Play with a limited number of toys Play with toys in the same manner each time Become upset when a play scheme is altered Are a language disorder and speech disorder the same? While both are considered to fall under the umbrella of a communication disorder, a language disorder is different from a speech disorder. A language disorder is an impairment of our understanding and use of language . A speech disorder is an impairment in our ability to physically produce language . Difficulty producing specific sounds, articulation disorders and stuttering are examples of speech disorders. Helpful Websites: www.parishschool.org www.asha.org www.txsha.orghttp://www.parishschool.org/blog-media/2017/what-is-a-language-disorder/
http://www.parishschool.org/blog-media/2017/what-is-a-language-disorder/Tue, 04 April 2017 21:54:07 Making everyday experiences language richStephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2017/making-everyday-experiences-language-rich/Between afterschool activities, therapy appointments and your to-do list, it can hard to find time to fit in extra practice for your child’s speech-language therapy. Parents can support their child’s expressive and receptive language goals making everyday activities (and even the extra special ones) more intentional. While many parents do this naturally, here are three simple ways to focus on building a language-rich experience. These tips can be used for everything from going to the grocery store to a day at the zoo or a special walk around the neighborhood. Make a plan before leaving the house . Focus on using the future tense: we will, you will, we are going to Use transition/sequencing words like: first, then, next, after, before, finally, last Preview new vocabulary words associated with your activity. Have younger children help make the plan by drawing out pictures or scribbling words next to your pictures. Older children can write out the plan in list form. During the activity, actively narrate what you and/or the child is doing . Focus on using present-tense verbs (you are, it is, we are) and present-progressive –ing words (running, eating, looking, jumping). Point out new vocabulary words and discuss what they mean. For older kids, have the child guess what a word might mean based off context cues. For example, “We are in the produce aisle of the store. Look at what is around us. What do you think the word produce means?” With younger children, you may simply repeat the new word in context. For example, “Wow, that giraffe’s neck is so long! His head is up in the trees because of his loooooong neck! It is longer than you, it is so long!” Discuss the activity once you get home . Focus on using past-tense verbs, including –ed words and irregular verbs like: we ate, you jumped, they were, I was If you took pictures, print them out and turn them into a book. For younger children, you can use the pictures or have the adult write a few key words. For older children, have them write a sentence or two that describes each picture. Use the book as a tool to help support retelling the events. Younger children may simply list the action or noun with the occasional sequencing word. For example, “First, I saw elephants, monkeys and giraffes. Last, I rode the train.” Preschool and early elementary children can focus on using sequencing words and begin to add additional details like the setting and people involved. For example, “Today I went to the zoo with Mommy. First, we saw the elephant. Next, we went to the monkeys and giraffes. Then Mommy bought us tickets to ride the train. We had a lot of fun!” Older children (ages 7 and up) should focus on adding in emotions and smaller events that occurred within the outing. For example, “This morning, Mom and I went to the grocery store. Mom made a list, but we forgot it on the table, so we had to try to remember everything. First, we picked out all the produce. Then we got my favorite cereal. When we went to the checkout, and I remembered we needed eggs, too. Mom was happy we didn’t forget them!” Keep in mind that you may first need to demonstrate how to retell a story, or you may need to provide support in adding details. For more helpful resources, visit: The Parish School The Carruth Center American Speech-Language-Hearing Association Texas Speech-Language-Hearing Associationhttp://www.parishschool.org/blog-media/2017/making-everyday-experiences-language-rich/
http://www.parishschool.org/blog-media/2017/making-everyday-experiences-language-rich/Mon, 06 March 2017 15:32:10 What is a Speech Disorder?Stephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2017/what-is-a-speech-disorder/If you are like most people, when you hear the term speech therapy or speech disorder, your first thought is of a child who demonstrates difficulty saying their “r” sound. However, the term speech disorder is much broader than just saying a few sounds correctly. The American Speech-Language-Hearing Association (ASHA) defines a speech disorder as difficulty producing speech sounds correctly or fluently, or problems with voice production. What does that really mean? There are 3 main areas of speech production: speech sound production, fluency and voice. Speech sound production is how a person physically forms sounds Examples include articulation disorder, phonological processing disorder, motor speech disorders and apraxia Fluency is the rate, smoothness and continuity of sound production Stuttering is one example Voice is the pitch, quality and volume of the sound produced by the larynx (voice box) Examples include vocal fold nodules and polyps, cleft palate A child may exhibit an impairment in one, two, or all three areas of speech in any combination. What does a speech disorder look like? A child with a speech sound disorder may: Be difficult to understand Substitute one sound for another (“w” for “r”) Lateralize their “s” sound also known as a lisp Drop sounds or parts of words completely (“boom” for broom or “nana” for banana) Distort vowel sounds (“Bah” for Bye or “bahk” for book) Sound younger than they are; meaning, they may have typical errors made by young children (“wawa” for water or “bue” for blue) at an older age. Demonstrate frustration when the speaker does not understand their message A child with a fluency disorder may: May have pauses in the middle of their words, phrase or sentence Repeat a sound or syllable in a word (“I want the b-b-b-book”) Repeat a word (“I want the the the the the book”) Prolong a sound in a word (“I wwwwant the book”) Add in filler words (“I want the uh uh book”) Demonstrate physical difficulty or tension when producing a sound (scrunching their face or tightness in their neck and shoulders) Make word substitutions to avoid difficult words/sounds (“I www need the book”) May demonstrate a very fast or irregular rate of speech May sound disorganized by stopping, restarting or changing ideas while speaking A child with a voice disorder may: Sound hoarse, rough or scratchy Sound overly breathy Sound monotone Sound as though their nose is being pinched shut while speaking Produce sounds through their nose/air escapes their nose while speaking Use an unusual pitch or change pitch in unusual ways while speaking Lose their voice frequently after speaking for a short time Choke frequently when drinking or eating Are a speech disorder and language disorder the same? While both are considered to fall under the umbrella of a communication disorder, a language disorder is different from a speech disorder. A language disorder is an impairment of our understanding and use of language. A speech disorder is an impairment in our ability to physically produce language. Helpful Websites: The Parish School The Carruth Center American Speech-Language-Hearing Association Texas Speech-Language-Hearing Associationhttp://www.parishschool.org/blog-media/2017/what-is-a-speech-disorder/
http://www.parishschool.org/blog-media/2017/what-is-a-speech-disorder/Tue, 21 February 2017 11:08:45 The Parish School scores big with ‘Sports Bowl’ galaAmanda Arnoldhttp://www.parishschool.org/blog-media/2017/the-parish-school-scores-big-with-sports-bowl-gala/VIEW PHOTO GALLERY Lakeside Country Club saw a sold-out crowd of more than 450 guests who gathered in support of The Parish School’s 24th annual gala “Sports Bowl XXIV.” Appropriately themed for the Big Game coming up this weekend, the event celebrates and raises funds for the school which serves children ages 2-12 who have communication delays and learning differences. Gala chairs, Rachel and Adam Dunn and Suzanne and Trey Martin dreamed up an exciting, sports-filled evening that included appearances from Houston Texans cheerleaders, a silent auction featuring autographed sports memorabilia, and live auction featuring an MLB All-Star Game package in Miami. The top scorer of the night, however, was a live auction package that included a chef demonstration and catered meal at the home of Randi and Johnny Carrabba, which brought in $19,000 for the school. Honorary chairs, Nichole and Afis Olajuwon drew the winner of the most anticipated prize of the evening – a raffle for two Super Bowl LI tickets valued at $9,000. The lucky winner also gains entry into the Club 51 pregame party hosted by Joe Montana and Warren Moon. Former Houston Texans offensive guard, Kasey Studdard, served as emcee for the program. Studdard struggled with his own learning differences that manifested during his early childhood years. He has since worked hard to overcome these differences and is passionate about providing appropriate resources, curriculum and opportunities for children who have special needs. The evening honored former Major League Baseball infielder, coach, scout and manager, and long-time supporter of The Parish School, Art Howe. Howe delivered a heart-felt acceptance speech dedicated to his granddaughter, Kate, who attended The Parish School from 2006-2011. After graduating from The Parish School, Kate has gone on to excel in music, theater and karate at her middle school. The crowd was moved to donate record-breaking amounts to the school’s financial assistance fund after hearing incredibly touching testimonials from both Suzanne Martin and Rachel Dunn on how a Parish School education has made a difference in each of their children's lives. Overall, the event raised more than $400,000 for The Parish School. Seen in the crowd were retired baseball player, Adam Dunn, Penny and Joe Newcomb, Anne Marie and Chris Kolkhorst, Isabel and Ken Miller, Ivette and Kyle Chapman, Adonia and Kevin Cokinos, Bill Clayton, Leslie and Brent Anderson, and Auction Chair, Stacey Merchant. About The Parish School: Since 1983, The Parish School has educated children ages 2-12 who have communication delays and learning differences, empowering them with the tools to succeed. This nationally recognized, special needs school in Houston provides an education for the entire family within the environment of a nurturing and safe 17-acre campus with on-site pediatric therapy clinic, The Carruth Center. Our personalized academic approach – with a focus on communication skills, social learning, nature, independence and the arts – allows children to thrive and grow.http://www.parishschool.org/blog-media/2017/the-parish-school-scores-big-with-sports-bowl-gala/
http://www.parishschool.org/blog-media/2017/the-parish-school-scores-big-with-sports-bowl-gala/Fri, 03 February 2017 16:06:56 What is a Learning Difference?Stephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2017/what-is-a-learning-difference/One out of ten children has a learning difference such as: speech and language delays, dyslexia, perceptual deficit, auditory processing problems and attention deficit hyperactivity disorder. Many children with learning differences have average to above average learning potential. Learning differences cross all social and economic boundaries. Children who do not proceed through certain language milestones from 0-3 years are at high risk for developing communication and academic difficulties. Most language and learning delays can be diagnosed before age 6 and as early as 18 months — the earlier the intervention, the more effective it is. Many children with learning differences go undiagnosed and suffer serious academic and self-esteem problems that threaten their success in life. Parent support and involvement are crucial to the academic success of children with language-learning differences.http://www.parishschool.org/blog-media/2017/what-is-a-learning-difference/
http://www.parishschool.org/blog-media/2017/what-is-a-learning-difference/Fri, 13 January 2017 12:15:31 Gift ideas to support speech and language developmentStephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2016/december/15/gift-ideas-to-support-speech-and-language-development/Holiday season is upon us and if you are like many parents, you are swimming in a sea of to-do lists that includes shopping for gifts. You may also have a variety of friends and family members asking for gift ideas for your children. The holidays are a perfect opportunity to reflect on the true purpose of toys - to play; and the true purpose of play - to learn, explore and engage in purposeful interaction. When contemplating toys that will support your child’s development of play, here are a few questions to ask yourself (or your child’s teacher): What is my child’s current level of play development? Do they engage in any of the following play types? Independent play: playing alone with little interactions with others Parallel play: playing next to other children often using the same items Collaborative play: playing interactively with another person using the same materials What is their play preference? Do they like sensory exploration, building, drawing, cooking, music, sports, puzzles, etc? Do they enjoy pretend/dramatic play? Are those preferences conducive to furthering their learning or play skills? Is the toy designed for just one purpose or can it be used in a variety of ways? Now that you have thought about the type of play you would like to support, here are a variety of toys that can be used to develop a child’s speech, language, social, fine motor and cognitive development. Blocks/building toys Toys such as wooden blocks, Duplos, Legos, Magnatiles, Tinker Toys and marble runs encourage constructive and dramatic play, and can be used in a variety of ways to support independent and collaborative play. Play food/kitchen Play food or a pretend kitchen encourages dramatic play and can be used to support individual and collaborative play. Playing with pretend food can also help expand a child’s comfort level with a variety of real life food items and may lead to an increase in food preferences. Using pretend food to act out social situations such as grocery shopping or dining out may also support a child’s social comprehension in public by giving them opportunities to practice “expected” (as per Michelle Garcia Winner’s Social Thinking® Approach) behaviors that give other’s “good thoughts”, and engage in perspective-taking. Perspective-taking is the ability to understand things from another person’s point of view. This skill is essential for children to understand other people’s thoughts and feelings and how they may differ from their own. Playdough and art supplies Manipulation of playdough through pounding, rolling, smashing and pulling provides deep sensory input and builds fine motor skills. Deep sensory input refers to tactile input that provides strong feedback typically given through firm touches, in this case by pushing hard into the playdough. Deep sensory input is frequently calming and can increase focus. Using a variety of art supplies also supports development of fine motor skills. On top of those benefits, playdough and art supplies offer open-ended, creative activities with ample opportunities for language expansion. Parents can discuss actions, colors, shapes, numbers, sizes and a variety of new vocabulary words. Playdough is frequently an independent play item. However, it can lead to large opportunities for parent-child connection. Board games Traditional board games such as Candyland, Guess Who, Headbandz, Uno, Go Fish, Creationary, Checkers, Operation, Memory, Chutes and Ladders and Spot all provide an opportunity to support a child’s social and cognitive development. While engaging in board games, a child must learn the basic rules, take turns, deal with disappointment and maintain social attention to the game. A variety of these games also support language skills such as using descriptions, asking questions and considering the thoughts of others. Toy animals Animal play sets like zoo, farm or ocean creatures can lead to a variety of play schemes, including feeding the animals, making their homes, assuming the role of veterinarian or pretending to be one of the animals too. This encourages perspective-taking skills and also increases vocabulary skills. Books Books are a classic, tried-and-true gift for children of all ages. Books are a great way to step into new worlds, learn new vocabulary, address narrative skills, work on answering questions and understand different perspectives. Parents can expand a child’s favorite book into pretend play by acting out the story. With a few simple prompts, the story can come to life! New experiences Experiences provide opportunities for developing new vocabulary and build connections from concepts to form deeper understandings in a hands-on way. Examples of experiences include trips to the zoo, museum, batting cages, cooking classes, art classes, camping or a trip to the beach.http://www.parishschool.org/blog-media/2016/december/15/gift-ideas-to-support-speech-and-language-development/
http://www.parishschool.org/blog-media/2016/december/15/gift-ideas-to-support-speech-and-language-development/Thu, 15 December 2016 14:18:28 Record fundraising and crowds at Giving Voice to Children luncheonAmanda Arnoldhttp://www.parishschool.org/blog-media/2016/record-fundraising-and-crowds-at-giving-voice-to-children-luncheon/The Parish School hosted its 9 th Annual Giving Voice to Children Luncheon on October 11 at The Junior League of Houston , raising a record number of donations to benefit the school’s financial assistance fund. Nationally-recognized speaker on pediatric social therapy Renee Attaway, M.S., CCC-SLP delivered a keynote speech on resilience and grit, which was well received by almost 300 attendees. “Each year, this event serves to inspire and bring awareness of children who have communication, social and learning challenges. The Parish School provides a safe place for these children to not just grow, but thrive, and we do this with the help of the community and many strong partners,” said Nancy Bewley, MAT, CCC-SLP, Head of School at The Parish School. Attaway is a speaker for Social Thinking™ and Director of Social Learning at the Parish School . She travels throughout North America, addressing workshops, conferences and school districts, as well as working with individuals on social awareness and learning. As a speech-language pathologist, she has worked at The Parish School for more than 16 years, as well as in university and private practice settings. The Parish School honored Jack M. Fletcher, Ph.D. , with the Robbin Parish Award, in recognition of his commitment to lifelong learning and children who have communication delays and learning differences. Fletcher worked closely with The Parish School’s founder, Robbin Parish , to establish early programs to improve children’s reading and communication skills. He is an accomplished researcher, professor, practitioner, author and national leader in the field of reading and learning disabilities. Fletcher is Distinguished Professor and Chair of Psychology for the University of Houston and a board-certified child neuropsychologist. Also featured at the event was FOX 26-KRIV evening reporter, Kaitlin Monte, who served as the program’s emcee. Monte recently joined the station in July, previously working as a traffic and fill-in anchor for the PIX-11 Morning News in New York City. Growing up with three siblings with special needs, Monte continues to be a strong advocate for disability awareness. This year’s luncheon committee included Honorary Chair, Randi Raizner, Ph.D.; Current Parent Chairs, Daniella and Patrick Simpson; and Alumni Parent Chairs, Bree and Chris Walker. About The Parish School: Since 1983, The Parish School has educated children ages 2-12 who have communication delays and learning differences, empowering them with the tools to succeed. This nationally recognized, special needs school in Houston, Texas provides an education for the entire family within the environment of a nurturing and safe 17-acre campus with on-site therapeutic clinic, The Carruth Center. Our personalized academic approach – with a focus on communication skills, social learning, independence, nature and the arts – allows children to thrive and grow.http://www.parishschool.org/blog-media/2016/record-fundraising-and-crowds-at-giving-voice-to-children-luncheon/
http://www.parishschool.org/blog-media/2016/record-fundraising-and-crowds-at-giving-voice-to-children-luncheon/Tue, 11 October 2016 14:12:05 Red Flags for a Language and Learning Delay/DisorderStephanie Landis, MS, CCC-SLPhttp://www.parishschool.org/blog-media/2016/red-flags-for-a-language-and-learning-delaydisorder/If a child exhibits 5 or more of the listed characteristics on a consistent basis, he/she may have a learning delay/disorder and be at risk for future academic problems. If parents or teachers are concerned, a developmental assessment, including a speech-language evaluation, is recommended. Red Flags for Children ages 3 to 5: Does your child… Have difficulty following through on simple directions without assistance? Use gestures or phrases instead of complete sentences? Have trouble recalling names and overuses the words “it,” “they,” “he" and “thing”? Exhibit inconsistent understanding of basic language concepts such as “in/out,” “under/over,” “before/after,” “front/back,” etc.? Exhibit undue anxiety when presented with new situations (such as going to a birthday party or change in their typical routine)? Resolve conflicts through hitting rather than working through conflicts verbally? Have a difficult time in social or academic settings even though he/she appears to be bright? Get out of control in unstructured settings? Have a hard time cooperating with peers or following along in group activities even though he/she may seem very verbal? Seem verbally “off topic” or inappropriate (such as frequently using phrases out of context or discusses their preferred topic even when it does not relate to what the other person is saying) even though he/she is verbally precocious? Red Flags for School-aged Children (first grade &amp; above): Does your child… Have a difficult time in social or academic settings even though he/she appears bright? Have greater academic potential than he/she is exhibiting in the classroom setting? Seem verbally precocious but is frequently “off topic” and make inappropriate statements in certain situations? Have difficulty expressing himself to others in an organized way? Have trouble recalling names and overuses the words “it,” “they,” “he” and “thing?” Have poor comprehension skills? Have difficulty following a series of instructions (or more than three steps at once)? Have trouble turning letters into sounds and groups of letters into words? Have difficulty sequencing 4-8 events of a story or movie? Have poor organizational skills (desk is a mess, difficulty starting projects, forgets assignments/coats/lunch at home or school) Exhibit inconsistencies in retaining learned material (one day he/she understands it and the next day he/she doesn’t seem to remember)? Exhibit difficulty retelling a familiar story or personal event? To find more information about speech, language or learning disorders and how to find early intervention visit the following sites: www.parishschool.org www.identifythesigns.org www.cdc.gov/ncbddd/actearly/index.htmlhttp://www.parishschool.org/blog-media/2016/red-flags-for-a-language-and-learning-delaydisorder/
http://www.parishschool.org/blog-media/2016/red-flags-for-a-language-and-learning-delaydisorder/Mon, 03 October 2016 14:15:26